The effects of the Nominal Group Technique on writing in teacher candidates

Abstract

This mixed methods study examined the relationship between spoken and written discourse. It examined the writing of teacher candidates before and after a group interaction methodology to determine the effects of spoken discourse on written discourse. It included an investigation of the effects of a discussion methodology, the Nominal Group Technique, on the writing of teacher candidates. The specific areas addressed were the Nominal Group Technique as a prelude to writing; the interaction dynamics among teacher candidates in the nominal groups; teacher candidates' perceptions of their writing performance before and after the study. It also assessed teacher candidates' writing. Triangulation of quantitative and qualitative data was achieved through quantifying writing scores with a standardized instrument and analysis of behavior checklists and pretest and posttest surveys. ^ This study confirmed the connection between written and spoken discourse in academic writing with teacher candidates. There was a significant increase in scores from pretest to posttest after the treatment, versus the control group, even after a correction was made for the “practice effect” of using the same writing prompt twice. ^ An analysis of pretest and posttest surveys indicated that there was no change in attitude toward writing form pretest to posttest sessions. Reactions to the class experience, however, were largely positive. All four observers of the groups indicated that all of the procedures for the group portion of the instructional intervention were met. Both outside observers and participants thought the intervention was a positive experience as a prelude to academic writing. ^